Vedas to Gandhi - Fall 2016. Students discussing strategy in character: President of Hindu Mahasabha plotting with a representative of Rural India, while Ganhi adherents and Dr. Ambedkar (with scepticism) are listening to Nehru. ​Photo by Tyran Grillo.

I believe that the first step to being an effective teacher is to engage students’ interest and positive emotions. In my classes, I aim to establish the relevance of content and skills that the students will develop as a result of the my classes. Depending on the course, this may be an ability to write fluently and elegantly, to conduct independent research, to prepare and deliver effective presentations and develop public speaking skills, or to acquire a deeper understanding of language structures, which helps with learning any language.

Although leaders of the INC and the Muslim League often disagree, here they are equally enjoying the speech by Mr. Mawdudi. Reacting to the Past, Religion and Identity, Fall 2017. Photo by Kevin Travers

However, appealing to students’ pragmatism is not enough. I seek to stimulate students’ interest through their enjoyment of solving puzzles and by engaging their aesthetic senses and creativity and by designing dynamic engaging classes (see Course Design and Planning). I encourage students’ progress by helping them feel that they can succeed in my courses, setting tasks they can accomplish well, but also giving them room to make mistakes and learn from each other. For me, effectiveness also depends on clarity and the best way to achieve that is through good organization and preparation. One of the important facets of my approach to teaching is self-reflection. Reflecting on class activities helps me evaluate and fine-tune how I manage the class time and vary the stimulus to keep the students’ attention, making sure that my classes contribute to the goals of the course and the overall curriculum.